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- Principal Goshorn at Iron Spring Elementary explains their RTI reading program, and what they use as their reading supplement.

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-Wright, J. (n.d.). Connecting RTI and the Common Core: Teacher as Intervention 'First Responder' Retrieved October 8, 2016, from http://www.jimwrightonline.com/mixed_files/montauk/Montauk_Keynote_PPT.pdf
-RTI: Response to Intervention. (2013). Retrieved October 08, 2016, from http://www.ldinfo.com/rti.htm
-R. (2008, April 25). RTI (Response to Intervention) - First Grade. Retrieved October 11, 2016, from https://www.youtube.com/watch?v=65FkN1BTfhY
-Waite, W. (n.d.). How does the RTI Framework intersect with the Common Core State Standards Initiative? Retrieved October 08, 2016, from http://www.rti4success.org/video/how-does-rti-framework-intersect-common-core-state-standards-initiative
-R. (2008, April 30). RTI (Response to Intervention) - School Wide Program. Retrieved October 11, 2016, from https://www.youtube.com/watch?v=QwDGxGWgiWY

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-no clear guidelines provided or objective means to determine what are or are not appropriate forms of intervention
-students may miss out on things in the general education classroom when they are pulled out for specialized instruction
-could cause children to feel inadequate if they are not performing the same tasks as their peers
-expensive to hire specialists for the program

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RTI (Response to Intervention) - School Wide Program

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Listen as Principal Goshorn explains who Iron Springs Elementary implements their RTI reading program using Discover Intensive Phonics as their reading supplement.

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RTI in the Classroom
-Mrs. Smith, a first grade teacher at Iron Springs Elementary discusses the benefits of using the Discover Intensive Phonics as a reading supplement for a Response to Intervention.

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RTI (Response to Intervention) - First Grade

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Mrs. Smith, a first grade teacher at Iron Springs Elementary discusses the benefits of using the Discover Intensive Phonics reading supplement as a Response to Intervention.

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- Provide feedback
- Break down information in tiers 2 and 3
- Allow more time and a slower pase in tier 2 and 3
- Use programs like Reading A-Z
- Collect and analysis data from students

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- support students in reading, mathematics, and behavior
- collaborate with coworkers
- have groups for different levels of instruction
- use graphic organizers

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-Both RTI & the Common Core focus on setting and achieving  goals for students
-acknowledge the power of strong "direct instruction"
-recognize that all students do not learn the same way
-recognize that some students need research-based instruction to help them be successful

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-Summative assessment used to determine the overall effectiveness of instruction
-Shows growth over an extended period of time
-Results used to determine movement form one tier to another

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-Determines the effectiveness of the interventions and whether or not the students are advancing
-Done at least 3 times a year

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-Helps identify the child's strengths and areas of need
-Classroom observations. Reading Inventory, reviewing background information & administering student surveys.

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-Done at the beginning of the year on all students
-Determines their reading level, comprehension and Fluency

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-Screening Assessment
-Diagnostic Assessment
-Progress Monitoring
-Outcomes Assessment

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-More intense interventions
-Instruction offered by specialist
- small groups
-progress monitoring once or twice a week on targeted skills
-extra 90 minutes of instruction.

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- Students who may be falling behind
-More intense instruction & small groups
- Align instruction with Tier One Core
-Provide independent practice via partners
-use centers to review skills

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-Students who are on track/grade level
-Core curriculum & differentiated instruction
- Familiar routines & daily schedules
-120-180 minutes of daily instruction
- address vocabulary, comprehension, fluency, writing & spelling

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Its purpose is to address the needs of struggling readers or learners and to provide individualized instruction based on the students' needs.

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- Involves many members of the school
- Can be used with students in all grades
- Can cater to each children individual needs
- Can be used for multiple subject areas

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Evaluation Team: Principal, special education teacher, speech and language therapist, school psychologist

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Support Team: Reading specialist, special education teachers, speech therapist

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Grade Level team: classroom teachers

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It is a multi-tier approach to early identification and support of students with learning and behavior needs.